Medical Education最新文献

{"title":"When I say … space.","authors":"Tim Mickleborough","doi":"10.1111/medu.70032","DOIUrl":"https://doi.org/10.1111/medu.70032","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145023666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Case-based videos for resource stewardship in dermatology.","authors":"Ou Jia Emilie Wang, Chaocheng Liu, Seungwon Sara Choi, Harman Toor, Bei Yuan Ethan Zhang, Sabrina Nurmohamed","doi":"10.1111/medu.70031","DOIUrl":"https://doi.org/10.1111/medu.70031","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145023621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing reflection after oncology placements using 4P model.","authors":"Millicent Morris, Zaynab Sohail, Elena Whitehead, Daniel Anderson","doi":"10.1111/medu.70038","DOIUrl":"https://doi.org/10.1111/medu.70038","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144960383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TikTok™ in the lecture hall-Incorporating original and pre-existing short-form videos into medical education.","authors":"Abigail Isaac, Gandhar Katre, Molly McGroary, Robyn Kampf, Samantha Stimmel, Rachel Rosenberg","doi":"10.1111/medu.70037","DOIUrl":"https://doi.org/10.1111/medu.70037","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144959124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The way we do things here: Making mentoring a cultural habit.","authors":"Eivind A Valestrand","doi":"10.1111/medu.70042","DOIUrl":"https://doi.org/10.1111/medu.70042","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144959151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"First aid for first years: A comprehensive pre-matriculation approach to medical student readiness.","authors":"Christopher P Robinson, Donna Parker","doi":"10.1111/medu.70036","DOIUrl":"https://doi.org/10.1111/medu.70036","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144960335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking down binaries: The imperative of change","authors":"Rola Ajjawi","doi":"10.1111/medu.70001","DOIUrl":"10.1111/medu.70001","url":null,"abstract":"<p>For International Women's Day (IWD) 2025, Wiley created a multi-journal special issue titled Gender Equity in Health Care. <i>Medical Education</i> was invited to participate resulting in a collection of papers, in this issue, that deal with gender equity in health professions education.<span><sup>1-5</sup></span> Unsurprisingly, these papers show persistent, and in some cases increasing, unequal power distributions and gender-based discrimination within medicine. My aim in this editorial is not to repeat all the ways in which we are failing—you can read the papers. Instead, building on this year's IWD 2025 theme of <i>Accelerate Action</i>, I wish to call for action in the form of more critical and participatory research that seeks change and upends binaries and binary thinking.</p><p>In 2010, Regehr<span><sup>6</sup></span> published an influential paper called ‘It's not rocket science’, arguing that health professions education research is more complex than rocket science that relies on structured, linear systems and identifiable factors. He suggested that the metaphor of the natural sciences—and associated ideas such as objectivity and simplicity—was no longer serving the field, as it legitimised what constituted <i>good</i> research in health professions education in unhelpful ways. He urged researchers to shift from an imperative of proof (a narrowly defined search for ‘evidence’) to an imperative of understanding where researchers explore education-related phenomena in their natural setting.<span><sup>6</sup></span> He also argued that we needed to become more comfortable with complexity.</p><p>Regehr's paper was influential. It is still a key paper for graduate students who come to our field particularly from the health professions and the natural sciences where evidence, proof and objectivity are the common research frames. Given the persistence of hierarchical gendered systems demonstrated in the collection of papers in this issue, I have increasingly been contemplating the need for another shift in how we conceptualise research—towards an <i>imperative of change</i>. This demands that the goal of our research is not only to understand and reframe phenomena but to change practice and avoid binary oppositions. Binary thinking can reinforce inequities in its oversimplification of identities, marginalising those who do not fit into those categories and upholding power structures that benefit dominant groups.</p><p>Rather than viewing knowledge as representative of a natural world <i>out there</i>, we might instead see it as a set of relations. It is not only that we as researchers are always in relation (to the topic, the methods, the participants, etc.), but also knowledge itself is relational. It does not exist solely in the minds of individuals to be filled, acquired and critiqued, but knowledge emerges through interconnections and is shaped by relationships. Respect, reciprocity and responsibility are crucial to relationships (resea","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 10","pages":"1022-1023"},"PeriodicalIF":5.2,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144960327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Taking a definitional stance in health professions education scholarship.","authors":"Catherine Patocka, Rachel Ellaway","doi":"10.1111/medu.70023","DOIUrl":"https://doi.org/10.1111/medu.70023","url":null,"abstract":"<p><strong>Problem: </strong>Definitions are fundamental to the work of scholarship. Indeed, all scholarship has a definitional stance, even if that stance is not to use definitions. A definitional stance is the position scholars take regarding the use, interpretation or treatment of definitions within their work. In this paper, the authors explore definitional stances that shape inquiry in health professions education (HPE), from the formulation of research questions to the interpretation and dissemination of findings. Despite their ambient presence, definitional stances are rarely acknowledged in scholarly work, nor are they explicitly and consistently examined in peer review processes, critical appraisal, the methodological literature or in graduate education. As a result, definitional ambiguity and misalignment often goes unnoticed, and the coherence of scholarly discourse is undermined.</p><p><strong>Definitional stances: </strong>The authors describe eight distinct types of definitional stances taken in health professions education. These range from adefinitional (avoiding any definitions) and rhetorical (adopting definitions as tools of persuasion) positions that resist fixed meanings, to realist, construct and pattern-based stances that embrace definitional coherence while allowing for ongoing inquiry and conceptual evolution. The authors illustrate the utility of this framework through a worked example (using the construct of professionalism), showing how different stances yield different understandings and scholarly pathways.</p><p><strong>What this paper adds: </strong>There is no one 'right' definitional stance, but rather to promote thoughtfulness, reflexivity and transparency in how definition stances are taken and the implications thereof. The paper offers practical guidance to help scholars identify, articulate and justify their definitional stances in ways that are aligned with their epistemological commitments and research purposes. By making definitional stances more deliberate, transparent and open to discussion, HPE scholarship can make stronger knowledge claims based on a richer understanding of the kinds of knowledge that different stances afford, which has the potential to advance HPE in both principled and pragmatic ways.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144960401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional identity.","authors":"Jan-Jaap Reinders","doi":"10.1111/medu.70027","DOIUrl":"https://doi.org/10.1111/medu.70027","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144960353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Serious safety events as a window into clinical learning environment dynamics: A qualitative situational analysis.","authors":"Paula Rowland, Maria Athina Tina Martimianakis, Glen Bandiera, Walter Tavares","doi":"10.1111/medu.70026","DOIUrl":"https://doi.org/10.1111/medu.70026","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical learning environments (CLE) are complex and have not been thoroughly explored from the perspective of advancing conceptual understanding of their unique dynamics. An opportunity to advance this understanding rests in examining specific situations, such as what happens when a student/trainee has been involved in a serious patient safety event.</p><p><strong>Methods: </strong>Shaped by concepts of negotiated orders and discourses, we conducted a qualitative, interpretive study in a large urban university and affiliated health science centre in Canada using document analysis and semi-structured interviews. Documents and interview transcripts were analysed using concepts and tools from Adele Clarke's situational analysis.</p><p><strong>Results: </strong>Between March 2022 and April 2023, we conducted 17 interviews with staff physicians (n = 6), medical residents (n = 2), safety leaders and/or university administrators (n = 9). Analysis revealed counter-vailing forces that must be constantly interpreted, negotiated and re-negotiated by participants attempting to deliver on the aspirations of the CLE. Furthermore, analysis revealed potentially competing discourses about the nature of learning in the CLE, animating long-standing tensions about the role of the CLE in developing clinical expertise and professional identity.</p><p><strong>Discussion: </strong>Our study reveals counter-vailing forces, interacting policies and potential disagreements about the learning imperatives and priorities of the CLE. These counter-vailing pressures shape learning about patient safety. More than learning content or process, invested groups must also learn to negotiate risks and responsibilities distributed across multiple social arenas. These distributions are changing. Understanding these dynamics is essential for educators and researchers seeking to positively influence the CLE. Future CLE research should account for the various pressures acting on health service organizations and the possible implications for educational mandates in these spaces.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144960370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}